ABSTRACT
This chapter on the evaluation of the school as an organisation began with a model that reflected the way teachers see the various factors involved. Whether the emphasis of in-school evaluation is on the professional development of teachers or the achievement of specified levels of pupil performance, on the curriculum or on internal communications or external relations, the priority is the same; improvement in the effectiveness of the school as an organisation. A useful example of the way evaluation can be built up in schools is available from the experience in Cambridgeshire primary schools experimenting with self-evaluation in a three-year programme. The key to removing the tension and maximising the usefulness is to look at the organisation of learning rather than the teaching performance. The tendency for teachers to draw on the same skills while the organisation of schooling changes is sufficient reason for including in-service training in evaluation.
